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St. Tammany Parish Public Schools Extended Learning at Home

Screen-Free Activities May 18 – May 22

Grades 3 – 6

Choose one of the possible activities from each content area listed below to complete each day.

Reading

This week’s focus is main idea.

Have your child read a book daily for 30-45 minutes.

Authors have a message for readers in every passage or story. The main idea is the most important point of the message the author wants to share. Figuring out that main point helps us better understand what we read. The main idea can usually be stated in a few words or a sentence, and the other information in a passage explains the main idea. These are known as details.

Finding the Main Idea How can you figure out a main idea? While reading, think about what the story or passage is mostly

about and ask yourself these questions:

1. What is the most important point the author is trying to make? 2. Do the details support that point?

Another way to think about the main idea is to picture a stool. The seat is the main idea since it is the largest part of the stool and each of the legs is a detail.

Example:

…

Directions: Read the following informational passage and answer the questions that follow.

1. What is the best main idea for this informational text?

a. Camping without an ice box

b. Making a good substitution for an ice box

c. How to protect food from animals while camping

2. Write two key details to support your main idea.

___________________________________________________________________________

___________________________________________________________________________

________________________________________________________________________.

3. Write the definition of ‘barrel’ as used in context of the article.

___________________________________________________________________________

______________________________________________________________________.

Directions: Read the following passage and complete the graphic organizer.

Directions: Read the informational text about basketball and answer the questions below.

Questions:

1. What is the key detail of paragraph 3?

a. Other similarities between Dr. Naismith’s original basketball game and today’s game

b. How and why Dr. Naismith invented the game of basketball in 1891

c. Other difference between the original game of basketball and the modern game

d. How dribbling became such an important part of the game of basketball

2. Which TWO details from the passage give information about the invention of basketball?

a. It was invented by James Naismith in 1891 for his students

b. Today, there are 12- four minute quarters with a half time break

c. The players threw balls into peach baskets hung up at the gym

d. Basketball is a popular game in many places around the world

3. Which detail from paragraph 1 tells why Dr. Naismith invented basketball?

a. The players would throw the ball into peach baskets set high on opposite sides of the

gym

b. He wanted a new game for his students to play during the cold winter months

c. In 1891, Dr. Naismith was a teacher in Springfield, Massachusetts

d. Since his class had 18 students, each team had 9 players

4. Which detail shows a way that basketball rules have not changed?

a. Baskets now have an opening at the bottom for balls to go through

b. Today’s game has four, 12 minute quarters with a break after the second quarter

c. Today’s players can dribble the ball while walking or running

d. Today, players still cannot run or walk while holding the ball

5. What type of text structure is used in this informational text article?

a. Problem and solution

b. Sequencing

c. Cause and effect

d. Description

6. Which sentence from paragraph 2 best stated the key idea of the paragraph?

a. Dribbling was not a part of Dr. Naismith’s game

b. Dr. Naismith’s game had 13 rules

c. Some rules of basketball have changed, but some have remained the same.

d. Today, players cannot run or walk while holding the ball

7. What is the main idea of the passage?

a. Basketball is the exact same game that was invented in 1891 by Dr. Naismith

b. Dr. Naismith invented many sports, including basketball

c. Basketball was invented over 100 years ago, and is both the same and different

d. Basketball has added many rules since it was invented in the 1800s

Directions: Read the informational text and answer the questions below.

Questions:

Fill in the blank with the information from the passage that supports the main idea.

1. Bats have webbed wings with many joints, but birds ________________.

a. Have feathers and lay eggs b. Have feathers and wings with smaller joints c. Have legs with talons, but no arms d. Are active during the daytime

2. What is the key detail in paragraph 4?

a. Bats and birds keep the world in balance by eating insects

b. Bats can ‘see’ in the dark using a sense called echolocation

c. Birds are active and eating during the day, but bats are active and eat at night

d. Birds are a lot like people, but bats have nothing in common with people

3. What is the main idea of the passage?

a. No one would mistake a bat for a bird because birds and bats are nothing alike

b. Birds and bats are alike in some ways, but they are really very different creatures

c. Most birds are active during the day, but bats are active during the night

d. Birds and bats are very similar flying animals, with very few differences

4. Which paragraphs of the passage have details about how birds and bats are alike?

a. Paragraph 1

b. Paragraph 5

c. Paragraph 2

d. Paragraph 3

e. Paragraph 4

5. What text structure is used in paragraph 4?

a. Cause and effect

b. Description

c. Compare and contrast

d. Problem and solution

Vocabulary

Vocabulary BINGO: Select 10 new or unfamiliar vocabulary terms as you read. Complete at least one activity a day until you reach a BINGO.

Write a sentence with each word. Underline the vocabulary term in each sentence

Write terms 5 times each

Write 2 synonyms and 2 antonyms for each term

Quiz an adult on all vocabulary terms

Using index cards or quarter sheets of paper, create flash cards for your terms


Using index cards or quarter sheets of paper, create flash cards for your terms and match the definition to the term

Group terms into ABC order


Create a vocabulary test and test a relative

Create a vocabulary foldable and use all 10 terms


Free




Create a Crossword Puzzle using your terms and their definitions


Create a graphic organizer for 5 of your terms. Include definition, part of speech and sentence


Create Frayer Models for 5 of your 10 words

Be the teacher! Say each vocabulary term and definition and have a family member repeat it back to you.



Have a family member quiz you on your 10 terms. Do not stop until you get them all correct

Grades 4-6

This week’s focus is reading informational text/nonfiction.

Have your child read a book daily for 30-45 minutes.

Authors write informational text to persuade, inform, or explain. Study the anchor chart for more information on this.

Reading Activity #1

● Read an informational text (or watch a documentary), then identify the topic, main idea, and supporting details. Write, draw, or explain to someone the topic, main idea, and supporting details of the text you read or documentary watched.

● What is the author’s purpose for writing the passage? Use information from the passage that the author included to explain your thinking. (Write, draw, or explain the author’s purpose.) Use the chart above on the author's purpose to help with this.

Reading Activity #2

● Read an informational text (or watching a documentary) to determine the author’s opinion of the topic. Explain the author’s opinion and compare/contrast it to yours.

● Create a chart (or Venn Diagram) on another sheet of paper to show the author’s opinion and your opinion. Are your thoughts the same as the author? What is different about both of your opinions? Ask someone to share their opinion of the topic with you. Add this to your chart. See the chart below for an example of how to collect and organize opinions.

Title:

Topic:

Author’s Opinion My Opinion

Reading Activity #3

● Read two or more texts about a specific topic. (Documentaries or short videos about the same topic can be used.) Example: read 2 texts on how to care for a dog. Gather a list of facts from each text. Compare and contrast the facts. See the chart below for an example of how to gather your facts. You can highlight or circle facts that are similar in each source/text.

Topic: _________________________________

Source/Text 1 Title: ________________

Source/Text 2 Title: ________________

Fact #1: Fact #1:

Fact #2: Fact #2;

Fact #3: Fact #3:

Fact #4: Fact #4:

Writing

Writing Activity #1

Read an informational text (or watch a video or documentary) and write a paragraph to explain the topic, main idea, and author’s purpose. The sample writing frame below may be used:

Writing Activity # 2

● Choose 2 or more informational texts (articles, books, or videos/documentaries) about the same topic. Read and gather facts about the topic The chart in Reading Activity #3 can be used.)

● Write a report about the topic using facts from each text/source. ● Use the outline below to help you write. Add at least one text feature to your report.

Vocabulary

Vocabulary BINGO: Select 10 new or unfamiliar vocabulary terms as you read. Complete at least one activity a day until you reach a BINGO.





Using index cards or quarter sheets of paper, create flash cards for your terms



Group terms into ABC order





Free

Illustrate 5 of your terms


Illustrate 5 of your terms

Create a Crossword Puzzle using your terms and their definitions


Create a graphic organizer for 5 of your terms. Include definition, part of speech and sentence


Create Frayer Models for 5 of your 10 words

Be the teacher! Say each vocabulary term and definition and have a family member repeat it back to you.



Have a family member quiz you on your 10 terms. Do not stop until you get them all correct

Mathematics

Third Grade ● Use electrical, painting, or masking tape to create two rectangles outside. Use a tape measure

or ruler to find the length of each side. Find the area of both rectangles. When finished, use chalk to color in the area of the shape with the largest area.

● Use a ruler or tape measure to find the length and width of your bedroom. Use these dimensions to find the area of your bedroom. Can you find a room in your house with a bigger area? Which room in your house has the greatest area? Measure each to find out.

● Use 24 square crackers (cheez-its, saltines, etc.) to make a rectangle. Record the length and width of your rectangle. Rearrange the crackers to make another rectangle using all 24 crackers. Record the length and width of your rectangle. How many rectangles with an area of 24 square crackers can you make?

● Spaghetti and Meatballs for All! Task ● Draw a figure with an area of 20 square units.

What is the perimeter of the figure you created? ___________________________________ Draw a figure with an area of 14 square units.

What is the perimeter of the figure you created? __________________________________

Spaghetti and Meatballs for All!

First, read Spaghetti and Meatballs for All by Marilyn Burns. After reading the book:

Pretend that four people live at your house (Your mom, dad, sister, and you). Aunt Sue, Uncle John and their six children (Jamal, Kevin, Carl, Annie, Stephanie, and Maxine) are coming for dinner. Uncle

https://www.youtube.com/watch?v=xefskg54qTY

Kenny is coming, too. He is bringing his wife (Aunt Jenny) and four kids (Earl, Charles, Jasmine and Justine). Mom has six square folding tables she can use but you don’t have to use all of them. (Each folding table seats four, one on each side.) You can put two or more of the folding tables together to form a rectangle if you like. You have two jobs to make this family feast a success. Job #1: Your job is to work with a parent or partner to decide on a seating arrangement that is best for your family and guests. When finished, draw a picture of the table arrangement and label each place to show who will be sitting there. Mom has the following rules:

• There should be no empty seats. • There must be at least one grown-up at each table.

Write a few sentences to describe what happened to the perimeter as tables were pushed together. Then explain why the arrangement you chose is the best possible arrangement. Job #2 Next, you need to determine what size tablecloth your mom needs in order to cover the table. Each side of each square is 3 feet long. The tablecloth should be a perfect fit.

Grade 4

• Draw the next three shapes in each pattern. Explain the pattern.

• Writing in Math How Do They Compare?

Explain why every square is also a rectangle. Think about using pictures in your explanation. Explain which rectangles are not squares. Use illustrations in your explanation. Measurement Complete the following metric conversions. Write about how you can use patterns to find each missing value.

1 centimeter = 10 millimeters 3 centimeters = _______ millimeters

30 centimeters = _____ millimeters 45 centimeters = _______ millimeters

1 meter = 100 centimeters 4 meters = ________ centimeters

30 meters = ________ centimeters 45 meters = ________ centimeters

1 kilometer = 1,000 meters 6 kilometers = ________ meters

30 kilometers = ________ meters 45 kilometers = ________ meters

• Nature Geometry Scavenger Hunt

Find something from nature with…..

An Acute Angle

Bilateral Symmetry

Curved Line

A Straight Line Radial Symmetry

A Circle

An Arc

A Triangle

An Obtuse Angle

• Math Vocabulary – the same mathematical words can have the same meanings but may lead to different solutions. Complete the following table.

Question Greater or Less than Underlined Value Solution

A. Half of 80 is what

number?

B. 80 is half of what

number?

A. B.

A. B.

A. How many more is 7 than 4?

B. Which number is 7 more than 4?

A. B.

A. B.

A. 8 is 17 less than

what number? B. 8 is how many less

than 17?

A. B.

A. B.

A. 33 decreased by 9

is what number?

B. 33 decreased by

what number is 9?

A. B.

A. B.

A. 2 increased by 8 is

what number?

B. 2 increased by what

number is 8?

A. B.

A. B.

• Blockout – A dice game o Materials: three dice; Roll three dice | Players: 2 – 4 | Process: add two numbers and

multiply by the third number | Goal: create the highest number. o Directions: players take turns rolling 3 dice. On your turn roll the three dice. Carefully

think. Choose 2 numbers to add, and then multiply the sum you just generated by the

number on the third die. You want to create the largest possible answer. For example, you roll a 3-5-6. You could add 6 + 3 to get 9, and multiply by 5 to score 45 points on your turn. Or what if you add 5 + 3 to get 8, and then multiply by 6? Then you would get 48 points. The player with the highest total score after 5 rounds wins.

Grades 5 – 6

• Picturing math:

Each domino is about 1 ¾ inch by 78 inch.

What is the approximate area, in square inches, of the empty space?

Source: Illustrative Math

• Line plots

The line plot shows the distance, in miles, different people walked in one hour.

1. What is the difference, in miles, from the person who walked the farthest to those that walked the shortest?

2. How many people walked farther than 3.5 miles?

3. Altogether, how many total miles did the people who walked 3 ¼ miles walk?

4. Write your own question that can be answered using the line plot above.

https://www.illustrativemathematics.org/distance-learning/

• Does it Fit?

Use the numbers in the boxes to make true sentences. You may use each number only once.

• Fact or Fiction?

Sarah says she knows that ½ of 8 is 4 and 8 ÷ 4 = 4. She is now wondering whether this relationship is always true. Is taking ½ of a number always the same as dividing that number by 2? What do you think? Prove your answer.

• What’s the Point?

• Roll 4

Roll a number cube 4 times to generate 4 numbers. Use addition, subtraction, multiplication or division with all 4 numbers to make as many numbers as you can between 1 and 30. Keep the Order of Operations in mind.

• Blockout – A dice game

o Materials: three dice; Roll three dice | Players: 2 – 4 | Process: add two numbers and multiply by the third number | Goal: create the highest number.

o Directions: players take turns rolling 3 dice. On your turn roll the three dice. Carefully think. Choose 2 numbers to add, and then multiply the sum you just generated by the number on the third die. You want to create the largest possible answer. For example, you roll a 3-5-6. You could add 6 + 3 to get 9, and multiply by 5 to score 45 points on your turn. Or what if you add 5 + 3 to get 8, and then multiply by 6? Then you would get 48 points. The player with the highest total score after 5 rounds wins.

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